Course outline. Code: EDU206 Title: Early Childhood Education for Sustainability

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1 Course outline Code: EDU206 Title: Early Childhood Education for Sustainability Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2016 Course Coordinator: Dr Ali Black ablack1@usc.edu.au Course Moderator: Avril Rose: arose@usc.edu.au 1. What is this course about? 1.1 Course description This course examines how early education can contribute to sustainable living & learning. Inspired by the textbook & initiatives & projects that connect children to nature, community & environments, you consider strategies for working collaboratively with children, family & community towards connectedness, wellbeing & sustainability. Positioning children as active informed citizens, you explore current research & EYLF, QKLG, NQS and ACARA emphases in relation to sustainability, place, environment & interconnection to identify the rich contributions children can make to sustainable futures. 1.2 Course content Defining early education for sustainability and examining why sustainability matters Connecting to current research & EYLF, QKLG, NQS and ACARA sustainability emphases Attending to Australian Curriculum Documents: Geography; developing geographical understanding through concepts of place, space, environment, interconnection, sustainability, scale & change Local to global initiatives and projects that promote child friendly environments and connectedness for children and families Ethical, theoretical and pedagogical approaches to working with children, families and community Ethical, theoretical and pedagogical approaches to Education for Sustainability Supporting and enhancing holistic health, well-being, learning and development Active citizenship, leadership and community participation 2. Unit value 12 units Version Semester Recfind File Number: F14748

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: Identify the importance of social and natural environments for healthy development in the early years Reflect on personal experiences and discuss the impact of these on your professional role as educator Identify environmental design elements that promote sustainable child and family friendly environments and communities Propose strategies to promote connectedness for young children and families and for working in partnership with children, families and communities to create environments in which young children can develop and flourish Articulate a theorised and personalised professional commitment to creating responsive and healthy early childhood environments and contributing to personal, social, environmental and community sustainability. Use authoritative sources and relevant literature to analyse and evaluate ideas about early education for sustainability and propose philosophical and pedagogical approaches to early education for sustainability that are responsive to children, legislation, policy and social issues and enhance health, well-being, learning and education for life. You will be assessed on the learning outcome in task/s: Task 1: Narrative or Creative Work Task 2: Position Paper Task 1: Narrative or Creative Work Task 1: Narrative or Creative Work Task 2: Position Paper Task 1: Narrative or Creative Work Task 2: Position Paper Task 1: Narrative or Creative Work Task 2: Position Paper Task 2: Position Paper Completing these tasks successfully will contribute to you becoming: Sustainability-focussed. Knowledgeable. Empowered. Sustainability-focussed Knowledgeable Sustainability-focussed Sustainability-focussed Knowledgeable. Sustainability-focussed Empowered. Sustainability-focussed. Creative and critical thinkers. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions This course is only available to students enrolled in the Bachelor of Early Childhood Education (ED303) 4.2 Pre-requisites Nil

3 4.3 Co-requisites Nil 4.4 Anti-requisites Nil Page Specific assumed prior knowledge and skills (optional) N/A 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks Task (EDU206) No. Assessment Tasks 1 Narrative or Creative Work Individual or Group Weighting % What is the duration / length? Individual 50% 2500 words or equivalent 2 Position Paper Individual 50% 2500 words or equivalent 100% Assessment Task 1: Sustainability focused narrative or creative work When should I submit? Day of tutorial Week 3 (initial draft for formative feedback); Day of tutorial Week 6 (final submission and informal presentation) Day of tutorial, Week 10 (and informal sharing of issue) Where should I submit it? In Tutorial SafeAssign Goal: Product: Format: For you to consider elements of your own encounters and experiences with nature and natural environments and how these have influenced your sense of wonder, curiosity and respect about places, people, cultures and environments (including your sense of belonging and connectedness to others and the world around you); and to consider how these might influence and enhance your role as a professional working with a diverse range of young children toward a sustainable world. A narrative or creative work (such as time-scape, story map, movie, art work, or other) This assessment is founded on your reflection on your experiences with nature and natural environments. You are encouraged to use images and visual components to support your narrative or creative work. Using the textbook, current research & EYLF, QKLG, NQS and ACARA sustainability emphases as a stimulus, reflect on your own childhood and adult encounters with nature and natural play spaces. Consider the significance of the concept of place (ACARA: how place gives meaning to people and are important to identity, belonging, wellbeing); the significance of the concept of environment (ACARA: the important interrelationships between humans and the environment); and the significance of the concept of sustainability (ACARA: the capacity of the environment to support our lives and the lives of other living creatures into the future).create a narrative or creative work to capture the connections, interconnections, and disconnections of your personal experiences with nature and the natural world, as well as your holistic thinking in relation to values, commitments, learning, living and wellbeing. You might consider how your experiences and relationships with nature and the natural world have

4 Page 4 supported your experiences of belonging, wellbeing and connectedness. You could consider the effects, positive or negative, your experiences of the natural environment has had on your sense of self, your connectedness to other people and the world around you; or on your physical, mental and spiritual health. In your reflection you will consider how these experiences might influence and enhance your role as a professional working with a diverse range of young children. You will identify how you will support children s relationships with nature and articulate some guiding principles for your work as an educator who advocates for relationships with nature, early education for sustainability, and early environments as places of belonging for children and families. Early feedback mechanisms will be embedded in weekly tutorial activities to support your success with this task. You can also use the discussion forum to engage in discussion about the focus and progress of your reflection and your guiding principles as an educator. In Week 3 there is opportunity to share your current draft with peers and gain formative feedback. In Week 6 you will present and share your completed narrative/creative work via an informal presentation in your tutorial. Criteria Identify the importance of social and natural environments for healthy development in the early years Reflect on personal experiences and discuss the impact of these on your professional role as educator Identify environmental design elements that promote sustainable child and family friendly environments and communities Propose strategies to promote connectedness for young children and families and for working in partnership with children, families and communities to create environments in which young children can develop and flourish Articulate a theorised and personalised professional commitment to creating responsive and healthy early childhood environments and contributing to personal, social, environmental and community sustainability. Generic skill assessed Skill assessment level Communication Developing Problem solving Developing

5 Page 5 Assessment Task 2: Personal and Professional Position Paper on an issue linked to Early Education For Sustainability Goal: Product: Format: To articulate a personal and professional position about learning for life and early education for sustainability A research informed position paper You will offer a research-informed persuasive personal/professional position statement on an early education for sustainability issue of choice. This issue should be one you find meaningful and relevant for your work as an early childhood educator and be linked to your short-term and long-term commitments for children and education. Your textbook has a range of provocations which can be used as starting points. For instance you could explore your personal and professional position on such topics as: The contribution of nature and the natural world to children s health and wellbeing; The importance of an ecological identity and education for sustainability; Promoting child-friendly communities and child-centred change movements in response to sustainability issues; Early learning for sustainability through the arts; Early childhood settings as sites for connecting families with community, and for cultivating dispositions and knowledge necessary for sustainable futures. Positioning children as active informed citizens, you will use your textbook, current research, EYLF/QKLG/NQS sustainability emphases, and relevant ACARA concepts for developing geographical understanding (such as place, space, environment, interconnection, sustainability, scale & change) to explore your sustainability issue and identify the rich contributions children can make to sustainable futures. After discussing your position you will consider roles and strategies for working collaboratively with children, family and community with regard to this issue and towards futures perspectives on connectedness, wellbeing and sustainability. In Week 10 you will share your views and positions informally with peers in the tutorial. Criteria Identify the importance of social and natural environments for healthy development in the early years Identify environmental design elements that promote sustainable child and family friendly environments and communities Propose strategies to promote connectedness for young children and families and for working in partnership with children, families and communities to create environments in which young children can develop and flourish Articulate a theorised and personalised professional commitment to creating responsive and healthy early childhood environments and contributing to personal, social, environmental and community sustainability. Use authoritative sources and relevant literature to analyse and evaluate ideas about early education for sustainability and propose philosophical and pedagogical approaches to early education for sustainability that are responsive to children, legislation, policy and social issues and enhance health, well-being, learning and education for life. Generic skill assessed Skill assessment level Organisation Developing Communication Developing

6 Page Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours This course is delivered using a blended learning approach and requires an overall time commitment of an average 12 hours of study per week. As part of course study each week you may be required to attend a maximum of 4 hours of scheduled classes and activities and engage with online resources and activities on the course BlackBoard (Bb) site. 6.2 Teaching semester/session(s) offered Semester one of each year

7 Page Course activities Teaching Key ideas Week / Module 1 Early education for sustainability 2 Children in the natural world 3 Natural environments and wellbeing 4 Early learning for sustainability through the arts 5 Child friendly communities Directed and Independent Study Activities Textbook chapter 1 Examining USC Graduate Qualities (Sustainability), Sustainability Centre, Community of Practice, Partnerships & Initiatives Examining children s rights, agentic & communal rights Examining and connecting with EYLF, QKLG, NQS emphases about sustainability Connecting with ACARA concepts for developing geographical understanding (place, space, environment, interconnection, sustainability); and related aims; related Year level inquiry questions Textbook chapter 2 Reflecting on personal experiences and understandings Looking to research on connectedness to nature Looking at local, national, international initiatives Researching Indigenous perspectives about nature and place Connecting with ACARA Geography (environment: the significance of the environment in human life, and the important interrelationships between humans & the environment) Textbook chapter 8 Connecting with ACARA Geography (place: places that give us meaning & belonging) Exploring human/nature relationships Investigating ideas about play and natural environments and materials In class sharing of AT1 drafts for peer and formative feedback Textbook chapter 10 Exploring own attitudes and values Exploring the power of integrating the arts and sustainability for children Sharing stories of the world around us, expressing and interpreting meaning Investigating research and practice (e.g. Amy Cutter-Mackenzie) Textbook chapter 8; Part 2 of the textbook Examining images of the child in the community Thinking globally, acting locally, participating personally Looking at Child Friendly Cities projects and child-friendly childcentred change movements Connecting to socio-cultural and ecological perspectives Connecting with ACARA Geography (space: the ways people organise and manage the spaces that we live in)

8 Page 8 6 Sharing and Celebrating AT1 7 Ethics, pedagogy & citizenship 8 Leadership for creating cultures of sustainability 9 Active citizens for a sustainable world In class informal sharing of AT1 AT1 due in tutorial Textbook chapter 4 & 5 Exploring citizenship Considering ethics of care and caring Connecting children, families and communities Connecting to ideas of agency and place, belonging and connectedness Textbook chapter 3 & 16 Identifying practical projects and community support Exploring notions of leadership for sustainability in early childhood settings and centres Using projects to connect children, families and communities Leadership and organisational cultures Connecting with ACARA Geography (interconnection: places and the people and organisations in them are interconnected with other places in a variety of ways) Textbook chapter 6 & 16 Thinking about ACARA Geography (aims) Examining notions of citizenship Considering personal, local, national, global aspirations & contributions Investigating children s earth charters Respecting culture and difference, valuing peace and social justice Connecting with ACARA Geography (sustainability: as both a goal and a way of thinking about how to progress toward that goal) 10 Futures Perspectives Textbook chapter 1 Connecting with ACARA Geography (scale: local events can have global outcomes) Connecting with ACARA Geography (change: current processes of change can be used to predict change in the future and identify what is needed to achieve preferred & sustainable futures) Identifying just and sustainable futures personal, social, environmental, economic wellbeing Examining possible, probable and preferable futures Returning to educator roles and leadership; advocacy; crossdisciplinary/transdisciplinary links and connections In class informal sharing of AT2 issues, key messages and futures perspectives Please note that the course activities may be subject to variation.

9 Page 9 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Davis, J 2014 Young Children and the Environment: Early Education for Sustainability (2 nd Edition) Cambridge University Press 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements N/A 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentlifeandlearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information General enquiries Student Central - Building C Tel: Fax: Studentcentral@usc.edu.au

10 Page 10 The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate) and National Quality Standard Assessment Task Task 1: Narrative or Creative Work Task 2: Position Paper Australian Professional Standards for Teachers (Graduate) National Quality Standard 3.2.1, , , , , 7.2.2, 7.2.3